初中英语Reading课文配套课件ppt

《英语》（八年级下册）

Unit 2 Travelling

Reading (I)

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. guess the meanings of the new words from the context;

2. retell Kitty’s trip to Hong Kong;

3. make a short plan for a trip.

II. Teaching contents

1. New words and phrases: miss, fantastic, indoor, roller coaster, speed, ride, cartoon, character, such, parade, magic, pie, feel, couple, castle, hurry to, on the way, such as, a couple of, at the end of, enjoy oneself

2. New structures: My parents and I have been in Hong Kong for two days.

               It was the best part of the day.

               I’m sure you’ll love them.

               I know you’ve gone to Hainan.

III. Focus of the lesson and predicted area of difficulty

1. Use different reading skills to learn Reading.

2. Introduce trip plans to others.

IV. Teaching procedures

Step 1 Pre-reading

1. Short introduction to Hong Kong Disneyland

Shows a picture of Hong Kong Disneyland and gives a short introduction.

2. Make a prediction

T: Kitty is visiting Hong Kong during this winter holiday. She has written a letter to Millie about Hong Kong Disneyland. It’s called “A trip to Hong Kong”. What would you like to know about the trip?

【设计意图：通过迪斯尼宣传视频引入新课，快速导入本课主题，动画片宣传了积极的情感，可以引起学生情感的共鸣。预测活动提醒学生注意记叙文的几大要素，可在学习文章时验证自己的猜测，从而增加他们学习课文的兴趣。】

Step 2 While-reading

1. Skimming

  T: Skim the whole passage and see where you can find the answers to when, who, where, how and what.

T: Let’s divide the passage into three parts according to the answers.

T: Look at the mind map of the passage. Pay attention to the structure of the passage.

2. Scanning

   (1) Scan Para 1 and fill in the form.

   (2) Scan Paras 2-6 to find the activities.

      Show the tips of scanning.

      List the activities and use pictures to help students understand the activities.

3. The use of “transitions”

T: How did the writer connect the ideas? The writer puts the events in the order of space, time or logic?

T: “Transitions” between paragraphs show time or sequences, and they help connect the ideas. With the help of them, the story has a clear sequence.

4. Careful reading

Read the passage carefully, and find the detailed information.

  (1) Para 2: What is the Space Mountain? How was it? How do we know that?

(2) Para 3: Can you guess why they hurried? Maybe ...

       Use pictures to help students understand “Disney cartoon characters”.

(3) Para 4: How was the parade? How do we know that?

       Why was the film like magic?

       Explain what the 4-D film is.

(4) Para 5: What did Kitty buy? What did Kitty think of them?

(5) Para 6: How about the fireworks?

5. Further thinking

  T: How did Kitty feel during the trip? Writers don’t always tell us exactly how a character is feeling. We need to find clues from the article. Read Kitty’s letter again to find the sentences that show her feelings.

【设计意图：略读—寻读—细读，层层深入，引导学生运用不同的阅读技巧完成任务，引导学生体会表示时间和顺序的连接词的用法，以读促写，为后面的游记写作埋下伏笔。教给学生推断的方法，引导他们关注细节，体会字里行间所表达的情感，提高阅读技能。】

Step 3 Post-reading

1. Retell the story

T: Retell Kitty’s trip with the help of pictures and key words. Pay attention to when, where, who, how and what. Don’t forget to use the transitions.

【设计意图：检查学生本课时的学习效果。】

2. Make a summary

  T: A travel note ususlly includes three parts: introduction, main body and ending. In the introduction part, we often talks about when, who, where and how. We often tell what happens in the orde of time. The transitions can help to make the article clearer. Remember that a lot of details are needed too.

【设计意图：总结游记类文章常见的写法，帮助学生回顾本文的结构和特点。】

3. Make a trip plan

(1) Present some pictures about Hainan.

T: Kitty had a good time at Disneyland. I’m sure that before she went to Hong Kong, she must make a plan for her trip. So, can you make a plan for Millie’s trip to Hainan? First, let’s see some pictures about attractions in Hainan.

(2) Work in groups of four and discuss what they can do and where they can go in Hainan.

T: Work in groups of four. Discuss what Millie can do there. You should choose one member to take notes and prepare for the report. Look at the screen. You can make your report like this.

【设计意图：本环节设计了让学生制定出游计划的活动，旨在让学生明白在出游前应制定计划，同时也为下一节课叙述自己的出游经历作铺垫。】

V. Homework

1. Remember the new words, phrases and structures.

2. Choose one place as your destination and make your own trip plan.